Section 11A - Course Syllabus Sample Template Part I – Course Outline School/Department Name: Cambridge College School of Education Program: English as a Second Language Course Number and Title: ESL 620 Teaching Reading and Writing to ESL Students Instructor: Course Dates: Posted at beginning of each semester Course Time: 11 sessions of 3.5 hours each Course Catalog Description: This course will provide a comprehensive analysis of reading and writing theory with practical classroom applications for ESL learners PreK-12. This will enable students to provide a balanced, comprehensive program of instruction with explicit and meaningfully applied instruction in reading, writing, and related language skills and strategies for ESL learners. A balanced approach to reading and writing includes explicit instruction in basic reading skills and comprehension strategies. The course will explore theory and practice through discussion, demonstration, and other strategies. In addition, participants will better understand how cultural and linguistic differences affect literacy development and how to implement literacy instruction that motivates students. Course Outline Purpose: This course will provide a comprehensive analysis of reading and writing theory with practical classroom applications for English Language Learners. This will enable students to provide a balanced, comprehensive program of instruction that includes explicit and meaningfully applied instruction in reading, writing, and related language skills and strategies for English language learners. Participants will have multiple opportunities to learn and apply the principles and best practices of reading and writing instruction for English Language Learners. Course Content and Design: This course content has two components. The first component encompasses the theory of learning to read and write. The second component addresses the practical application of those theories in the classroom with ESL learners. This design will prepare students to understand and apply key factors in a balanced, comprehensive program of literacy instruction: explicit and research-based instruction in reading, writing, and related language skills; and appropriate strategies for teaching those skills to English language learners. Participants will have multiple opportunities to experience the strategies through the use of interactive lectures, small and large group Section 11A - Course Syllabus (Course Outline) ESL 620 Reading-Writing for ESL Page 1 of 10 instruction, lesson plan presentations, reflections, analysis of videos and podcasts, and cooperative learning activities. Course assignments are designed to enable students to target the grade level (PreK-6, 5-12, or Adult) at which they teach, or plan to teach. Course Requirements: 1. Attendance (Mandatory) and Class Participation (20%) 2. 8 Inquiry Reflections (30%): Inquiry reflections are one or two page, single-spaced written responses to readings from textbooks or articles. These reflections are intended to help focus your reactions to the course's readings and to facilitate our in-class discussion. A reflection consists of two parts: Part 1 summarizes, in your own words, the most important ideas from the reading. Part 2 should provide a reflective response, i.e. What did you agree/disagree with? What are the implications for ELL instruction? What new ideas might you try with students? What questions/thoughts do you have as a result of this inquiry reading? (Cite specific examples from the text, including page number.) 3. Informal Reading Inventory (20%) You will observe how an ELL student interacts with a required text from your content area. Using a text from your classroom, the student will read a passage while you keep track of words the student has difficulty reading. You will follow the text as the student reads and mark errors and miscues. When the student is finished reading, you will check comprehension by having the student retell in his/her own words what the selection is about. You will prepare a brief summary of what you learned about your ELL student’s reading strengths and challenges and how you will use this knowledge to plan instruction. 4. Final Products (30%) One SEI lesson plan and reflection for reading, applicable to your current teaching assignment. One SEI lesson plan and reflection for writing, applicable to your current teaching assignment. Lesson plan template will be provided. Calendar of Course Assignments (Sample, Subject to Change) Assignments 1. Reading/Reflection of ELL article from Am. Educator 2. Jigsaw Summary of Chamot and O’Malley article 3. Reading/Reflection, Chapter 6, Vocabulary Development 4. Reading/Reflection, Chapter 7, ELLs and Process Writing 5. Lesson Plan that incorporates a writing strategy (any strategy described in the book, or modeled in videos in www.myeducationlab.com) 6. Reading/Reflection, Chapter 8, Reading and Literature Instruction for ELLs 7. Reading/Reflection, Chapter 9, Content Reading and Writing; Prereading and During Reading 8. Reading/Reflection, Chapter 10, Content Reading and Writing, Postreading 9. Lesson Plan that incorporates a reading strategy. (You may use any of the strategies described in the book, or modeled in videos in www.myeducationlab.com) 10. Chapter 11. Reading Assessment and Instruction, Informal Reading Inventory Write a reflection that summarizes what you learned about the student and how you will use this information to plan instruction. Due Date Pre-Practicum: Early field based experiences in a variety of diverse settings, integrated into courses or seminars that address either the Professional Standards for Teachers as set forth in 603 Section 11A - Course Syllabus (Course Outline) ESL 620 Reading-Writing for ESL Page 2 of 10 CMR 7.08 or the Professional Standards for Administrators as set forth in 603 CMR 7.00. For candidates serving an apprenticeship or employed as educator of record, these experiences may occur simultaneously with the practicum or the practicum equivalent Faculty Pre-Practicum Assignment Classroom observations and assignments will total 15 hours. 1. Conduct an Informal Reading Inventory (IRI) with a minimum of 2 students (ELLs, if possible). Write a report that summarizes what you learned about each student and how you would use this information to plan instruction for each student. 2. Observe in an ESL or SEI ELA secondary classroom, or a SEI elementary literacy block for evidence of Sheltered English Instruction strategies and/or differentiation that supports ELLs. 3. Observe in an ESL or SEI secondary content area classroom, or SEI elementary content class (Math, Science, Social Studies, etc.) for evidence of Sheltered English Instruction strategies and/or differentiation that supports ELLs. 4. Write two separate reports for #2 and 3 that include… (a) A description of the strategies and activities you observed that supported reading and/or writing for ESL students. (b) Strengths and challenges of the lesson for ESL students. (c) How well the ESL students were able to participate in the lesson. (d) How the teacher checked for understanding throughout the lesson. (e) Your questions and suggestions for the lessons you observed. Strategies for Integrating English Language Learners in the Classroom English language learners will be integrated in the classroom using a variety of learning formats, including graphic presentation of information, oral discussion, hands-on activities, and small group projects. Strategies for Integrating Students with Disabilities in the Classroom Students with disabilities will be integrated in the classroom based on individual needs, in accordance with advice of the Disabilities Support Services office. Strategies for Integrating Instructional Technology Students will utilize a variety of instructional technology including laptop computers, PowerPoint projection slides, webinars and internet resources for teaching language and content (science, mathematics, and history), email, CDs/DVDs, and flash drives. Strategies for Integrating Diversity into the Curriculum Students will be encouraged to use their individual background experiences, and their reflections on course readings, as the basis for contributing to class discussions and for treating the contributions of others with respect. Class presentations and recommended readings will provide examples from varied countries, linguistic and cultural groups, and racial and ethnic groups in the U. S. Knowledge Requirements Approaches and practices for developing reading skills and reading comprehension in English for English Language Learners Section 11A - Course Syllabus (Course Outline) ESL 620 Reading-Writing for ESL Page 3 of 10 Strategies for developing English vocabulary for English Language Learners Approaches and practices for developing writing skills and the use of writing tools with English Language Learners Required Readings: Peregoy, S.F., & Boyle, O. F. (2005). Reading, Writing, and Learning in ESL (5th edition) New York: Pearson/Longman. ISBN: 0-205-59324-0 Chamot, A.U. & O’Malley, M. (1994). Instructional Approaches and Teaching Procedures. In K. Spangenber-Urbschat & R. Pritchard (Eds.), Kids Come in All Languages: Reading Instruction for ESL Students. Newark, DE: International Reading Association. (Instructor will provide.) “Teaching English Language Learners; What the Research Does – and Does Not – Say”, Claude Goldenberg, American Educator, vol.32, no.2, Summer, 2008 http://www.aft.org/pubsreports/american_educator/issues/summer08/goldenberg.pdf WIDA (World-Class Instructional Design and Assessment) English Language Development Standards, 2012, available at http://www.wida.us/standards/elp.aspx “Put Reading First, The Reading Building Blocks for Teaching Children to Read”, National Institute for Literacy, U.S. Department of Education, ED Pubs, 2006. Available at http://lincs.ed.gov/publications/pdf/PRFbooklet.pdf Selected readings from CCOL, as assigned by instructor. Recommended Readings: Cappellini, Mary. (2005) Balancing Reading and Language Learning, A Resource for Teaching English Language Learners, K-5. Portland, ME: Stenhouse Claire, E. (1988). ESL Teacher's Activities Kit. Paramus, NJ: Prentice Hall. Herrell, A. L. (2000). Fifty Strategies for Teaching English Language Learners Upper Saddle River, NJ: Merrill Kaufman, Dorothy. (2009). What’s Different About Teaching Reading to Students Learning English? Delta Publishing Ltd. Krashen, S. D. (1984). Writing: Research, Theory and Applications. Oxford: Pergamon Institute of English. Leki, I. (1992). Understanding ESL Writers: A guide for teachers. Portsmouth, NH: Heinemann. O'Malley, J.M., & Valdez Pierce, L. (1996). Authentic Assessment for English Language Learners. New York: Addison Wesley Publishing. Schifini, A. (1994). Language, Literacy and Content Instruction: Strategies for Teachers. in K. Spangenber-Urbschat & R. Pritchard (Eds.), Kids Come in All Languages: Reading Instruction for ESL Students. Newark, DE: International Reading Association. Course Outcomes Knowledge/Content Outcomes: Significant theories and practices for developing reading skills and reading comprehension in English for English language learners at different English proficiency levels. Section 11A - Course Syllabus (Course Outline) ESL 620 Reading-Writing for ESL Page 4 of 10 Significant theories and practices for developing writing skills in English for English language learners at different English proficiency levels. Basic concepts of linguistics, including phonology and syntax of English. Foundations of reading instruction, including phonemic awareness, phonics, fluency, vocabulary, and text comprehension. The differences in initial reading instruction in English designed for those students who have no or limited oral proficiency in English compared to those who do have oral proficiency in English. Differences in initial reading instruction in English (including phonemic awareness and phonics) for students who may or may not be literate in their first language; effects of first language literacy on second language learning and literacy. A variety of strategies for development of listening, speaking, and reading vocabulary for ELLs. Relevance of linguistic differences between first and second languages for reading instruction in English. Formal and informal measures for assessing development in reading skills and their use with second language learners. The performance criteria and scoring system used in ACCESS (Assessing Comprehension and Communication in English State-to-State) and based on the WIDA English Language Development Standards, 2012. Skills/Observable Outcomes: Teacher plans and implements appropriate reading activities for ELLs in sheltered content classrooms who are at different levels of English language proficiency. Teacher incorporates strategies for vocabulary development in lesson planning and delivery in sheltered content classrooms. Teacher plans and delivers writing instruction and activities appropriate for ELLs who are at different levels of English language proficiency. Teacher administers an Informal Reading Inventory with an ELL student and uses the data to assess strengths and challenges with reading and comprehending text. Professional Licensure Standards: 7.08 Course: ESL 620 Teaching Reading and Writing to ESL Learners Professional Standards Description Evidence Covered in this Semester Standard A Plans Curriculum and Instruction Standard B Delivers Effective Instruction Standard C Standard D Manages Classroom Climate and Operation Promotes Equity Standard E Meets Professional Responsibilities Inquiry reflections Sheltered Lesson plan for reading with appropriate strategies identified. Sheltered Lesson plan for writing reading with appropriate strategies identified. Use of course strategy tracker to recommend appropriate strategies in lesson plan for building prior knowledge, vocabulary, and syntax. Pre-practicum observation notes and report Reflection on administration of Informal Reading Inventory and lesson plans. Pre-practicum observation notes and report of ELL literacy instruction Inquiry reflections and class discussion. Lesson plan modifications to support ELL with content area texts. Readings in current theory, research, and developments in literacy for ELLs, and class Section 11A - Course Syllabus (Course Outline) ESL 620 Reading-Writing for ESL Page 5 of 10 discussion of implications for classroom practice. Collaboration with course colleagues to improve instruction, assessment, and student achievement. Critical reflection on students’ own teaching practice through Informal Reading Inventory, analysis of classroom texts, and lesson reflection. MA Subject Matter Standards Assessed 7.06: (9) Standard Assignment Evidence Covered in this Semester 7.06:(9) 1b. The structure and nature of language: Phonology, morphology, syntax, semantics, pragmatics, discourse varieties, aspects of social and academic language, rhetorical registers, and writing conventions 7.06:(9) 2b. Knowledge of the significant theories and practices for developing reading skills and reading comprehension in English as a first language at different educational levels. 7.06:(9) 2c. Relevance of linguistic differences between the first and second language for reading instruction in English. 7.06:(9) 2d. Differences in initial reading instruction in English (including phonemic awareness and phonics for students who may or may not be literate in their first language; effects of first language literacy on second language learning and literacy). 7.06:(9) 2e. Formal and informal measures for assessing development in reading skills and their use with second language learners. 7.06:(9) 2f. Development of listening, speaking, reading, and writing vocabulary. Course text, Chapters 5,7 Goldenberg research article Reading process analysis with “The Marlup” (Students read unfamiliar text and identify ways they can make meaning and roadblocks they encounter to comprehension) Inquiry reflection and class discussion Goldenberg research article Chamot and O’ Malley text chapter Inquiry reflection and class discussion Perception and Making Meaning group activity Personalizing the Lesson group activity “Save the Last Word for Me” discussion protocol notes Course Text, Chapter 2 Goldenberg research article Inquiry reflection and class discussion Course text, Ch 5 “Put Reading First”, Literacy report Jigsaw group reading of Literacy report; summary and report to whole class Inquiry reflection and class discussion Course text, Ch. 11 Informal Reading Inventory, modeled in class and administered in pre-practicum assignment Course text, Ch. 6 Informal Reading Inventory notes and instructional plan for pre-practicum student. Exit Slip 7.06:(9) 2g. Approaches and practices for Course text, Ch.7 Goldenberg research Section 11A - Course Syllabus (Course Outline) Inquiry reflection and class discussion Group presentations of vocabulary strategies recommended for ELLs Identifying Tier 1, 2, 3 Vocabulary Words in texts Pre-practicum observation report Strategy tracker notes Inquiry reflection and class discussion Writers Workshop journal entries ESL 620 Reading-Writing for ESL Page 6 of 10 developing writing skills and the use of writing tools. article Chamot and O’ Malley text chapter 7.06:(9) 2h. Writing process and formal elements of writing 7.06:(9) 2i. Oral/Aural fluency in English at different proficiency levels 7.06:(9) 2j. Social and academic English language for the content areas Course text, Ch.7 Goldenberg research article Course text, Ch. 4 7.06: (9)3.a. Foundations of ESL instruction 7.06: (9)3.b Theories and sheltered strategies for developing English for ELLs in bilingual or multilevel classrooms from the primary grades on. 7.06: (9)3.c Research based practices for English language development 7.06: (9)3.d. Program models and teaching strategies for developing and integrating language skills. 7.06: (9)3.e Planning and implementing standards-based ESL and content instruction. 7.06: (9)5. Formal and informal English language assessment procedures and instruments for English language learners; selection, administration, and interpretation; identification of bias and normal variation in performance as well as possible differentiation from learning disabilities. Course text, Ch. 9,10 Goldenberg research article Chamot and O’ Malley text chapter Course text, Ch. 2 Goldenberg research article Chamot and O’ Malley text chapter Course text, Ch. 2,3 Goldenberg research article Chamot and O’ Malley text chapter Goldenberg research article Chamot and O’ Malley text chapter Course text, Ch. 4 Chamot and O’ Malley text chapter Course text, Ch. 8,9,10 Use MA Frameworks and WIDA to develop two lesson plans with appropriate supports for ELLs. Course text, Ch. 8 WIDA ESL Standards ACCESS Informal Reading Inventory presented in class and administered in pre-practicum assignment. Section 11A - Course Syllabus (Course Outline) Learning log group reflection Double entry journal notes Quick write notes on discourse “Write Around” group writing activity notes Pre-practicum observation report Strategy tracker notes Inquiry reflection and class discussion Writers Workshop journal entries Inquiry reflection and class discussion Informal Reading Inventory Notes and Report Inquiry reflection and class discussion Group activity to identify and sort social and academic language phrases Inquiry reflection and class discussion Inquiry reflection and class discussion Whole group text analysis for organization, sentences, verbs Small group text analysis with Science, SS, Math, ELA. Pre-practicum observation report Strategy tracker notes Inquiry reflection and class discussion Pre-practicum observation report Inquiry reflection and class discussion Pre-practicum observation report Strategy tracker notes Inquiry reflection and class discussion Reading lesson plan; Writing lesson plan Pre-practicum observation report Final Project, “Pulling It All Together” Informal Reading Inventory notes and instructional plan for pre-practicum student. Pre-practicum observation report ESL 620 Reading-Writing for ESL Page 7 of 10 Strategies for Assessing Student Performance and Awarding a Letter Grade: Rubric for Class Participation Does Not Meet Standard 1-3 Approaches Standard 4-6 Meets Standard 7-9 Exceeds Standard 10 Does Not Meet Standard 1-3 Approaches Standard 4-6 Meets Standard 7-9 Exceeds Standard 10 1. Comments in class discussions show understanding of concepts presented in class and readings. 2. Participation in class activities shows collaboration and respect. 3. Application assignments, observations, and other contributions are focused, relevant, expressed clearly, and connected to instruction. 4. Observation reflections (if applicable) are thorough and connected to instruction. Rubric for Written Assignments 1. Format follows course guidelines. 2. Information is provided in a well organized manner. 3. Ideas are expressed clearly using correct mechanics of writing. 4. Lesson plans/research assignments include a required number of sources and appropriate citations. Grading Policy: 1. Attendance (Mandatory) and Class Participation 2. 8 Inquiry Reflections 3. Informal Reading Inventory 4. Final Products 20% 30% 20% 30% Attendance Policy. Because class participation is integral to establishing our own community of learners, you are required to attend all classes and engage in class discussions to receive credit for the course. If lateness becomes a chronic problem, your grade for the class will be lowered. Punctuality is always professional. Class will begin promptly. Thank you for joining us in maximizing our time together by honoring this time frame. Assessment /Grading Policy: Full credit can only be received for assignments submitted on time. Absenteeism and chronic lateness will lead to a lower grade. Section 11A - Course Syllabus (Course Outline) ESL 620 Reading-Writing for ESL Page 8 of 10 Academic Integrity Students are expected to maintain integrity in all academic work. They will not attempt to get grades by any means other than honest academic effort. All work must be completed by individual students except for group projects. It is not permissible to hand in the same work for different courses. Plagiarism is the use of another’s work, thoughts, or language without giving credit. Cambridge College students will not summarize, copy, or use the work of another person or source without proper acknowledgement. Plagiarism is dishonest and a serious academic offense. Any breach of academic integrity is grounds for a grade of “No Credit” in academic courses and/or dismissal from the College. Disability Support Cambridge College complies with the Americans with Disabilities Act and Section 504 of the Rehabilitation Act to provide equal access to educational programs at Cambridge College. Any student who feels s/he may need an accommodation based on the impact of learning, psychological, and/or physical disabilities and has appropriate documentation may be eligible for accommodations. Students should contact the Coordinator of Academic and Disability Support Services as soon as possible at (617)873-0191 or disabilitysupport@cambridgecollege.edu. Requests for accommodations should be made within the first week of the term so that timely and appropriate arrangements can be made. All students are expected to fulfill essential course requirements in order to receive a passing grade in a class, with or without reasonable accommodations. Accommodations cannot be granted retroactively. All requests are confidential. Library Online Library Services: What are the Cambridge College library resources? For a description of all library services and resources, see “All About Library Services and Resources at Cambridge College” at http://www.cambridgecollege.edu/student/research.cfm For instructions for using library services, see www.cambridgecollege.edu/student/research.cfm Cambridge College Online Library (CCOL) provides an extensive collection of fulltext articles from thousands of scholarly journals and full-text books, live reference librarian support 24 hours every day, and instruction and resources for doing research in all our subject areas. It’s free, it’s always available, and it is at www.cambridgecollege.edu/library/ For information about traditional library arrangements for your campus site, see http://www.cambridgecollege.edu/library/traditional.cfm To find an appropriate traditional library in your local area, see "Find a local Library, Anywhere" http://www.cambridgecollege.edu/student/research.cfm Section 11A - Course Syllabus (Course Outline) ESL 620 Reading-Writing for ESL Page 9 of 10 For instructions and resources for researching and writing your research papers, see www.cambridgecollege.edu/student/research.cfm If you need the current username/password to use the Cambridge College Online Library, please ask me in class or in a personal email, as I cannot post it in any manner. You can also get the username/password by following the instructions on the page http://www.cambridgecollege.edu/library/students.cfm Section 11A - Course Syllabus (Course Outline) ESL 620 Reading-Writing for ESL Page 10 of 10